The document provides an overview of the transition from a unipolar world dominated by the United States and Soviet Union following World War 2 to the emergence of the Cold War between 1945-1953. It discusses the decline of European powers, the rise of the US and USSR as global superpowers with opposing ideologies, and the initial cooperation and increasing tensions that developed between the two sides. Key events that exacerbated tensions included the US intervention in the Russian Civil War, the lack of diplomatic recognition of the USSR until 1934, differing views over spheres of influence in Eastern Europe, and US use of atomic weapons which initiated an arms race between the superpowers.
CAMBRIDGE A2 HISTORY: POTSDAM CONFERENCE. THE ISSUES AND HOW THEY WERE RESOLV...George Dumitrache
CAMBRIDGE A2 HISTORY: POTSDAM CONFERENCE. THE ISSUES AND HOW THEY WERE RESOLVED. THE PERSONALITIES OF THE PEACEMAKERS. Content: Potsdam location, participants: leaders and countries, post Yalta discussions, how to handle Germany, American position, agreements, changes in German society, Potsdam declaration, the atomic bomb, challenging negotiation, Churchill, Atlee, Truman and Stalin.
CAMBRIDGE A2 HISTORY: POTSDAM CONFERENCE. THE ISSUES AND HOW THEY WERE RESOLV...George Dumitrache
CAMBRIDGE A2 HISTORY: POTSDAM CONFERENCE. THE ISSUES AND HOW THEY WERE RESOLVED. THE PERSONALITIES OF THE PEACEMAKERS. Content: Potsdam location, participants: leaders and countries, post Yalta discussions, how to handle Germany, American position, agreements, changes in German society, Potsdam declaration, the atomic bomb, challenging negotiation, Churchill, Atlee, Truman and Stalin.
A comprehensive explanation of the Tehran Conference 1943, suitable for A2 students in History, containing: leaders, peace conferences Second World War, other conferences, the outcome, conference decisions, Operation Overlord, concessions for the Soviet Union, plans for the formation of the United Nations, the assassination plot.
CAMBRIDGE A2 HISTORY: THE MAIN INTERPRETATIONS OF THE COLD WAR AND A LITERATU...George Dumitrache
The first presentation for Paper 3, "The main interpretations of the Cold War and a literature review". Suitable for Cambridge Examination starting May/June and November 2016. It contains: the origins of the Cold War; orthodox traditional interpretation and the historians (Thomas Bailey, Herbert Feis, George Kennan); revisionist interpretation and the historians (William Appleman, Walter LaFeber, Gal Alperovits, Gabriel Kolko); post-revisionist interpretations and the historians (Thomas Patterson, Lewis Gaddis, Ernest May).
CAMBRIDGE A2 HISTORY: TRUMAN'S CONTAINMENT POLICY. Content: Truman's containment policy, key policy, key terms, containment definition, George Kennan, USA's presidents and the containment policy, human rights vs anti-communism, the X-Article, countering soviet pressure, controversy, Dulles and Nitze, expansion of US military budget.
CAMBRIDGE A2 HISTORY: TRUMAN DOCTRINE 1947. Content: assistance to democratic nations, Truman doctrine, supporting Greece, aid for Greece and Turkey, strategic importance, against Soviet totalitarianism.
A comprehensive explanation of the Tehran Conference 1943, suitable for A2 students in History, containing: leaders, peace conferences Second World War, other conferences, the outcome, conference decisions, Operation Overlord, concessions for the Soviet Union, plans for the formation of the United Nations, the assassination plot.
CAMBRIDGE A2 HISTORY: THE MAIN INTERPRETATIONS OF THE COLD WAR AND A LITERATU...George Dumitrache
The first presentation for Paper 3, "The main interpretations of the Cold War and a literature review". Suitable for Cambridge Examination starting May/June and November 2016. It contains: the origins of the Cold War; orthodox traditional interpretation and the historians (Thomas Bailey, Herbert Feis, George Kennan); revisionist interpretation and the historians (William Appleman, Walter LaFeber, Gal Alperovits, Gabriel Kolko); post-revisionist interpretations and the historians (Thomas Patterson, Lewis Gaddis, Ernest May).
CAMBRIDGE A2 HISTORY: TRUMAN'S CONTAINMENT POLICY. Content: Truman's containment policy, key policy, key terms, containment definition, George Kennan, USA's presidents and the containment policy, human rights vs anti-communism, the X-Article, countering soviet pressure, controversy, Dulles and Nitze, expansion of US military budget.
CAMBRIDGE A2 HISTORY: TRUMAN DOCTRINE 1947. Content: assistance to democratic nations, Truman doctrine, supporting Greece, aid for Greece and Turkey, strategic importance, against Soviet totalitarianism.
Overview of the Cold War. Adapted from "Cold War in a Global Context" by William J. Tolley, "The Cold War" by T. Sothers and Hugh 07, and "Second Red Scare" by Paul Kitchen.
A revision presentation covering the Cold War topic for GCSE History on the AQA B course. Brief notes on each area of the Cold War needed. Hope this helps :)
CAMBRIDGE A2 HISTORY: IRON CURTAIN. Content: Stalin Balshoi speech, the Long telegram, the Fulton speech, historian opinion, suspicions after the speech, different beliefs, aims, resentments, events, Russia's salami tactics, cartoon.
"The Cold War was a period of heightened military and political tensions between the United States and its allies on one side and the Soviet Union and its allies on the other" - Staff Writer
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. Issues
• Why a biopolar world?
• What are the origins of
the Cold War?
3. Why a
Biopolar
World?
• Decline of Great European Powers
• Germany defeated.
• Decolonization of French and British
Empires.
• Western Europe reliant on US for
security.
• Rise of the USSR as a global power
• Rise of the United States as a global power
• Increasing influence of communism as an
alternative to capitalism.
4. Cold War:
Causes
• U.S. intervention in Russian Civil War.
• No diplomatic recognition of USSR until
1934
• “Allies of convenience”
• Distrust over “Second Front.”
• Two superpowers with opposed ideologies
• Two superpowers with opposed goals
• US: “open door”
• USSR: security sphere
• The Atlantic Charter
5. The Atlantic Charter
A New World Order?
• There was to be global economic
cooperation and advancement of
social welfare.
• Freedom from want and fear;
• Freedom of the seas;
• Disarmament of aggressor
nations, postwar common
disarmament
• No territorial gains were to be sought
by the United States or the United
Kingdom.
• Territorial adjustments must be in
accord with the wishes of the peoples
concerned.
• All peoples had a right to self-
determination.
• Trade barriers were to be lowered.
• Agreement between Roosevelt and Churchill August
14, 1941.
• Endorsed by Soviet Union, September 1941.
• Blueprint for postwar order: United Nations.
6. But was it workable in
postwar?
• Roosevelt’s brainchild.
• Self-determination for all peoples
• Britain and France empires
• Communist parties powerful in Western
Europe.
• Friendly and secure borders
• USSR has security concerns. Wants “buffer
zone”.
• Roosevelt wanted to avoid specifics
• rely on postwar personal relations, but
Roosevelt dies.
• rely on “four policemen” after war: UK, US,
USSR, China. But have competing interests.
7. Wartime Precedents
• Oct. 1944: Stalin and
Churchill’s “percentages
agreement”. Divides
spheres of influence.
• Dec. 1944: British put
down Greek communist
revolt. Stalin doesn’t
interfere.
• Feb. 1945: Yalta
Conference
• no challenge to
spheres
• Self determination?
• Friendly and secure
borders?
8. Stalin’s
Postwar
Vision
• USSR is shambles, Stalin needs economic
aid from US. Needs security and willing to
negotiate.
• $10 billion in reparations from Germany
to rebuild country.
• Buffer zone of friendly governments. Fear
of an expansionist US.
• A postwar world of mutually recognized
“spheres of interest.”
• “Peaceful coexistence” between two
systems. The better would be decided by
history.
• Wants maximum concessions in
negotiations. Soviet Union is weak but has
political capital.
9. Enter Harry Truman
• Becomes President when Roosevelt dies
April, 1945.
• Left out of the diplomatic loop.
• Truman takes hardline toward USSR.
• Abruptly ends Lend-Lease
• Opposes “spheres of influence”
• Demands elections in Eastern Europe:
“Open door policy.”
• Sets precedent for “atomic diplomacy.”
10. Potsdam Conference
July-August 1945
• Potsdam Agreement:
• Allied occupation of
Germany.
• Denazification and war
crimes trials.
• Expulsions of Germans
was Western Poland.
• United States dropped
atomic bomb a few days
after Potsdam.
• To get Japan to
surrender or scare
Stalin?
• Prevent Soviet sphere
in Japan?
11. Atomic diplomacy
US strategy
• Bomb part of reversal of US
policy on USSR
• “Open door” policy in East
Europe
• Reversal of “spheres of
influence”
• To soften Soviets.
• Ushers in an intense arms race
and the creation of the
“military-industrial complex.”
12. Atomic Diplomacy:
The Soviet Response
• Stalin: “Nuclear
blackmail” and
“intended to
intimidate the weak-
nerved.”
• Stalin makes building
a bomb the priority.
• Stalin becomes more
intransigent in
negotiations.
• Begins the arms race
between the USSR
and United States.
• Explodes bomb
August 29, 1949.
13. Population
Transfers & Ethnic
Cleansing, 1945-50
• Jewish concentration camp
survivors
• Forced Migration of
Germans and others
• Potsdam Agreement
between US, UK, and
USSR
• Shift of Polish borders –
7 million Germans
forced relocated.
16. The Logic of
Soviet
Imperialism
• Stalin understandings
• Long history of war in Europe
• Short term goal for security
• Logical outcome of Soviet military
occupation
• Contradictions
• Eastern European Elites discredited
• Communist Parties were domestically
weak
17. Sovietization of the East
Two periods:
• 1945-47: Soviets support coalition
democratically elected governments.
• Soviet backed governments institute
land reform, nationalization of
industry, and expropriation of wealthy
classes.
• 1947-53: Full Stalinization.
• Communist dictatorship, purge of
ruling classes, ended “national road,”
elimination of political opposition.
18. Soviet Economic
Integration of Eastern
Europe
• Dismantling industry from Eastern Germany
as reparations.
• Institution of command economy.
• Trade treaties and joint-stock companies with
Soviet Union.
• Makes Eastern Europe economically
dependent on USSR.
19. Truman Doctrine
• To contain the spread of communism not just in
Europe but on a global scale.
• Predicated on an inherently expansionist Soviet Union
and the “domino theory.”
• “We shall not realize our objectives, however, unless
we are willing to help free peoples to maintain their
free institutions and their national integrity against
aggressive movements that seek to impose upon them
totalitarian regimes. This is no more than a frank
recognition that totalitarian regimes imposed on free
peoples, by direct or indirect aggression, undermine
the foundations of international peace and hence the
security of the United States.”
• Defined American foreign policy toward Russia until
1991 and beyond . . .
20. Cold War at Home
• Andrei Zhdanov: Soviet Union’s sacrifices
during the war aren’t being recognized.
• Zhdanovshchina: “Two camps” One
imperialistic headed by the US and one
democratic led by the Soviet Union.
• Anti-cosmopolitan campaign
• Attacks Western influence on Soviet culture.
• Attempts to force intelligentsia to conform to
principles of Soviet patriotism.
• Anti-Semitism and “rootless
cosmopolitanism”.
• Impacted arts and literature, but also sciences,
history, and Soviet academia in general.
21. The
German
Question
• The Four “D”s: demilitarization, disarmament,
denazification, and democratization.
• Stalin also wants fifth “d”: dismemberment, but
dropped when Americans and British refused.
• Four solutions:
• Dismemberment: USSR and France.
• United neutral Germany: USSR
• Soviet domination of all of Germany: USSR
• Western domination of all of Germany: US,
Britain.
• Only solution: division of Germany into an
Eastern and Western zone.
22. Berlin Question
• Occupied by all four powers: US,
Britain, France, and USSR
• Soviets want Berlin part of East
Germany.
• March 6, 1948 Western powers declare
a separate West German government.
• Stalin’s gamble: block access corridor
in response. Wants to get West back to
negotiations on Berlin.
• Berlin airlift until May 1949.
• Stalin’s gamble fails. Allows West to
paint him as aggressor and gives West
reason to form a military alliance
NATO
24. Who is to blame?
Two views:
• Orthodox: Cold War was the result of Soviet
expansionism. The US had to protect the “free world”
from domination.
• Revisionist: Cold War was the result of mutual distrust.
Stalin was conservative and cautious.
• Hard revisionists: US to blame. Wants to expand its economic
and military hegemony.
• Soft revisionists: Cold War was a failure of American policy.
• Since 1991, Soviet archives show Stalin as both realist
and pragmatic. Understood Soviet weakness and feared
West would take advantage and wanted a buffer zone.
Didn’t want to antagonize the West.
26. New “collective” Leadership
• Power vacuum. Two factions. Beria-Malenkov vs.
Khrushchev and Party Secretaries.
• No designated successor.
• Collective leadership-Malenkov, Beria, Khrushchev. Need
to solidify and consolidate power.
• Reduced Presidium from 25 to 10 members
• Reduced State ministries from 51 to 25.
• Announce a amnesty for prisoners. Released over a million
people from prisons and camps.
• Nonpolitical crimes especially theft, common criminals
• Released and rehabilitated Doctor’s Plot, Leningrad Affair,
and Mingrelian Affair.
• No other political rehabilitations.
• Power struggle in the making.
Vs.
27. Who is Nikita Khrushchev?
•One of Stalin’s “new men” of the 1930s.
•Born a peasant in Kalinkova in Central
Russia.
•Rose rapidly in Party ranks. Headed
Moscow in mid-1930s, then Ukraine
Party in 1938. Made Politburo member
in 1939. First Secretary of Party in
September 1953.
•Known for being crude and outspoken,
but also affable.
•Seen as a clown, but a brilliant politician
and intriguer.
28. The Rise of
Khrushchev, 1953-1956
• Agricultural reform: lower taxes, higher
prices for peasants. “Virgin Lands”
expansion of agriculture in Kazakhstan.
300,000 volunteers.
• Housing expansion: Construction of
“khrushcheviki” apartments desperately
needed in cities.
• Promises new leadership to Party
elite: repudiate terror, focus economic
plans on consumers, and increase material
incentives to working people, collective
leadership instead of one person,
decentralize central state control, reduce
police power.
29. The “Secret Speech” Abroad
and in Soviet Society
• Socialist parties mostly responded
hesitantly and sought guidance from
Moscow as to how widely the speech
should be disseminated.
• Increasingly felt betrayed in an
information vacuum while the Western
press got started on the story.
• Led to many leaving and splits in
Communist Parties.
• In the USSR, the speech was read to
Party and Komsomol organizations. 7
million Party members and 18 million
Komsomol members heard the speech
and intense discussions erupted at the
local level.
• Led to outcries about rehabilitation,
confusion, and in some cases conflicts
over Stalin.
30. Reaction to “Secret
Speech” in the East
• Different “roads to
socialism”
• Political openness
• Criticism and
removal of
Stalinists
• Two examples:
• Polish October
• Hungarian
Revolution
31. “Polish October”
• Protests in Poznan
• Removal of Defense Minister
Konstanty Rokossowski
• Appointment of Wladislaw
Gomulka to head government
• National face of Polish
communism
32. Road to Hungarian
Revolution
Imre Nagy experiment,
1953
• Has clean hands
• Begins program of
liberalization
• Removed by Hungarian
hardliners in 1955
33. Hungarian Revolution, 1956
October 16, 1956
• Sixteen Point Manifesto
October 23
• Parliament Square Protest
• Nagy named Prime Minister
• Decrees marshal law.
October 28
• Nagy announces truce with protesters and
calls for withdrawal of Soviet military and
abolition of Secret Police.
October 30
• Protestors attack Hungarian Party
Headquarters, 24 dead
• Clashes with police, counter-attacks,
lynchings.
Nagy increasingly places himself at center of
Revolution
• Multiparty government
• “Free, democratic and independent
Hungary”
• Hungary as neutral
• Removal of Soviet troops
Soviet troops invade
Resistance crushed in 72 hours
Janos Kadar installed as head of government.
34. What is the Thaw?
• Ottepel – liberalization and openness
• Denunciation of Stalin
• End to mass terror and release of gulag
prisoners
• More openness in literature, film, and art
• Publication of Aleksandr Solzhenitsyn's
One Day in the Life of Ivan Denisovich in
1962.
• Peaceful coexistence with the West
35. Private Life in the
USSR
• Soviet Socialism seeks to break
public/private divide.
• How to understand private sphere?
• Linguistic constraints
• Privatnost, chastnyi, lichnaia zhizn,
lichnost, obshchestvennost, publichnyi
• Three concepts:
• “Doublethink”
• Bifurcated public and intense private
• “Flexithink”
• For a Soviet notion of “personal” life.
36. Making a Soviet
“Personal Life”
• Rediscovery of Personal dignity
• Complex, morally ambiguous
characters
• Ilya Ehrenburg, The Thaw, 1954
• Vladimir Dudintsev, Not By
Bread Alone, 1956
• Different Fates, 1956
• Petitioning the “Socialist contract”
37. Consuming
“Personal Life”
• “Khrushchevka”
• 35 million apartments built,
130 million new residents,
1955-1970
• Increasing consumer demand.
• Radios, televisions, & small
appliances.
• Domestic and foreign tourism
• The dacha and the car.
38. Public Policing of the
Personal
• People’s patrols (druzhina)
• 4.5 million members in 1965
• Comrade’s courts
• 5,580 courts with 50,000 participants
in Moscow by 1965
• Anti-religious campaigns of 1958
• 22,000 in 1959 to 13,008 in 1960 and
to 7,873 by 1965
• Stilyagi